. Material covered in lectures andtutorials is complemented by hands-on laboratory exercises and real-world examples of spacemissions, which will be used to illustrate the use of the analytical techniques and demonstrate therelevance of the material.IntroductionFaculty members across the engineering disciplines are aware of the importance of Systems Thinkingcapability of engineering students, yet find it very hard to implement the same concepts in ameaningful way in the curriculum. There are enough literature published in this and otherconferences highlighting the fact that Systems engineering educators are struggling to addressworkforce development needs required to meet the emerging challenges posed by increasing systemscomplexity1 and the
Renssalear School of Management at The RenssalearPolytechnic Institute, as well as many others, had significant course offerings inentrepreneurship3. Many books and textbooks were readily available4, as the course hasevolved additional texts5 and materials have surfaced and been drawn upon6.Clearly, expertise in many subject areas was required to effectively deliver a meaningfulcourse to intense bright engineering students. Students would not suffer a course that didnot deliver. How to develop the expertise? The excitement? As I organized the contextualframework, these questions haunted me.In my previous teaching, at Pace University Law School, I conducted a course inenvironmental science for lawyers obtaining a Master’s in Environmental Law
and project work were integrated into the curricular design for the overallexperience. Equipment and materials for all physics course related activities and projectswere customized, packaged and delivered to each student, teacher, and mentor to enableonline, hands-on interactions and learning experiences.The research and engineering projects were led and facilitated by the k2i academyundergraduate mentors who were hired for the summer to design learning experiences thatsupport the high school lab assistants. A team of Lassonde School of Engineering researchfaculty advisors worked closely with the undergraduate mentors to co-develop the projects,including timelines and milestones, to ensure that each high school lab assistant is set up
, engineering materials introduction with mixing concrete, and steel gusset platedesign/testing. The culminating component of this lesson is forensic engineering bridgeinspection of the collapsed I-35 bridge components. The site visit bookends the engineering andempathy lesson with a discussion on the gusset plate engineering design and how families areimpacted by use and failure of infrastructure.Eighth-grade students also take a deep dive into biomedical engineering. Students are introducedto biomedical case studies and then use limited materials (straws, paper, string, and tape) tocreate a prototyped hand which is focused on picking up something. The lesson discussion isfocused on understanding the hand functions and not the aesthetics of the hand
Opportunities for Interdisciplinary TransferRepresenting Science on Stage, a theatre elective for engineers at the University of Torontointroduces students to theatre and performance by analyzing and performing selected playsabout science. The intersection of engineer and performer has long been a part of the courseexperience and of particular interest to the course coordinators, who observe their studentspulling from both these spheres as they develop new and innovative ways to tackle the challengeof theatrical development and performance. To engage this relationship more explicitly, thePerforming Engineer assignment asks students to consider the ways that they are bringingtogether and transferring skills between these two disciplines. Student
team members primarily work within their own fields, the eachcomplete a variety of tasks, including some that are not directly related to their ownmajors. For example, non-engineers had an opportunity to work on building andprogramming the robot, engineers had an opportunity to help at the after school program,and all students had roles in determining deadlines, scheduling issues and procuringmaterials. By contributing to a multi-disciplinary team each student gains the experience ofbeing the “resident expert” in their particular field while learning from their teammates’expertise in other areas. By mentoring and teaching other students, academy membersgain confidence and mastery in the material themselves, as well as gaining
motivation than anything else. Of course, the intervening 100 years have helpedshape the importance and newer meanings of codes of ethics, but it is nevertheless important toremember some of the more material and less idealistic factors contributing to those originalcodes. On the other hand, to complicate matters, there clearly were more altruistic, service-oriented, and humanistic intentions expressed by some of the original champions of codes ofethics in engineering [6, 7]. Regardless, the entire conversation does raise (or possibly beg) thequestion of what work do codes of ethics actually do? Are they a posteriori generalizedsuggestions for proper conduct, aspirational notes toward which the profession’s members canaspire, or are they something
Paper ID #34100Authentic Engineering Design AssessmentMiss Joanna AmbrosioDr. M. David Burghardt, Hofstra University Dr. M. David Burghardt, professor of Engineering, founder and co-director of the Center for STEM Research, has been the principal or co-principle investigator on 13 NSF projects primarily dealing with engineering in STEM.Dr. Deborah Hecht, Center for Advanced Studyin Education As Director of the Center for Advanced Study in Education, at the CUNY Graduate Center I am involved in a wide range of educational evaluations of funded and local projects. I also mentor graduate students interested in careers in
, Information, and Learning Sciences (OILS) program atthe University of New Mexico. With significant involvement in multiple NSF-funded initiatives, he has served as asocial scientist and change agent in long-term, grant-supported projects. He brings extensive consulting experience ininstructional design and workplace performance improvement, having collaborated with various organizations, includingFortune 500 companies and higher education institutions. His research focuses on change management, organizationalcitizenship behaviors in engineering education, social capital in higher education, and the integration of AI in learningenvironments.MATTHIAS PLIELMatthias Pleil is the Director of the Manufacturing Engineering Program and MTTC Cleanroom Manager
student’s career. The engineering program is a new addition to this institution,and as such this class is unique in the larger institutional context due to its subject and itsfocus on hand on activities. The university is a medium sized, private institution with astudent population drawn mainly from surrounding areas. As the institution is mostly focusedon liberal arts, there exists a larger educational infrastructure for the humanities and socialsciences. However, the addition of the 4 offered engineering majors represent the largestcommitment to STEM.The class is similar to many other introductory engineering courses and meant to provide afun, low stakes introduction to engineering and to each of the four engineering disciplines.This is
including the NX7.5 in the class project. The survey shows that the students, in general, agreeto the fact that CAE tools definitely enhance their understanding of rigid body kinematics anddynamics. Solid mechanics material was also enhanced since the project included preliminaryfinite element analysis of one of the linkages of the mechanism. More studies need to beundertaken to systematically include math and CAE tools into courses such as Solid Mechanics,Dynamics and Vibrations at Kettering University.References1. A. Mazzei and R. Echempati, "On the use of CAE software in mechanical engineering design courses," Proceedings of the World Congress Computer Science, Engineering and Technology Education – WCCSETE 2006, Itanhaem, Brazil
middle school teachers and students. During the Fall 2001semester, the participating schools belonged to the University’s PDS network and the TeacherPartners had previous experience working with student teachers and interns. The fellows learnedfrom their Teacher Partner role model while they implemented hands-on activities and designchallenges that are aligned with state science standards.Spring teacher partnering. For the spring 2002 semester, each trained and experienced Cohort 1fellow moved to a different elementary school. These schools were not part of the PDS networkand had not historically benefited from a close relationship with the University. In most cases,the teachers had only a few years of experience and/or had not mentored pre
sciences to highly practical how to books[1][2][3] A literature search failed to find an overview on how the accredited schools of Architectural Engineering in the US define ArchitecturalEngineering Design (AED), who teaches it, what methods are used to teach it, and what are theissues that those who teach it regard as important. This paper, probably the first of several,addresses the questions: what are the characteristics of those who teach AED; how do theydefine it; which disciplines should be included in an AED course? The work presented here uses data from an online survey completed by a fairly complete sampleof faculty at all the AE schools (the data in this paper represents about ½ the schools and will beupdated at the ASEE conference
regularly seek the traditional discipline specific graduates.Cross -domain EducationLearning is often divided into two cognitive bases. First, is the concrete basis where the accentis on “hands on” operations. Data is obtained via the senses at laboratory or site locations. Thiswas the traditional approach to engineering problem solving in the industrial revolution and theearly information age of the cybernetic revolution. The proof was a “hands on” usable product.The second cognitive base is the abstract where the solution includes much in the form of ideasand perceptions. In the current cybernetic revolution, this abstract form for engineering solutions
grades required in mechanical engineering. They will have to acquirein addition, special experience in electrical matters, but, till this branch of engineering isdeveloped on the constructional site, and the manufacture of electrical machinery taken in hand,the managers of electrical undertakings must train their own men, making such use as they can ofthe special facilities offered for instruction at the engineering colleges and the Indian Institute ofScience.2"The credit of first starting degree classes in mechanical engineering, electrical engineering andmetallurgy goes to the University of Banaras, thanks to the foresight of its great founder, Pt.Madan Mohan Malaviya (1917). About fifteen years later, in 1931-32, the Bengal EngineeringCollege
Paper ID #35295Peace Engineering: A Partnered Approach to Engineering EducationProf. Mira S Olson, Drexel University Dr. Mira Olson is an Associate Professor in the Civil, Architectural and Environmental Engineering De- partment at Drexel University. She holds a B.S in Mechanical Engineering and B.A. in Environmental Sciences and Engineering from Rice University, and an M.E. and Ph.D. in Civil (Environmental) Engi- neering from the University of Virginia. The broad focus of her research is on protecting source water quality, with current interests in transboundary water management, coastal sustainability and community
-learning context, the intention was to emphasize service, however academic demands dominated.Because of the hands-on design-and-build curriculum, the instructors felt that students couldperform effectively as engineers without additional “academic” material overhead. Thus, muchof the documentation requirements were curtailed.When the requirements eased, student passion returned; yet, the instructors soon discovered thatwith this excitement came reduced project performance. Though the faculty was teaching thedesign process and engaged students with multiple projects throughout the curriculum, studentshad not effectively learned how to develop project requirements and specifications. Therefore,the instructors revamped the approach and implemented a
,and CodeWarrior software tools provide a flexible, common platform that can be applied to aspectrum of courses. We will show how this teaching platform offers the students more hands-onexperience using hardware and how the teaching faculty can encapsulate knowledge intofunctional blocks and greatly extend the life expectancy of teaching material investments.Cooperative Learning ApproachThe idea that learning is enhanced by learners cooperating with one another goes back over acentury with considerable research having been done over the last 20 years1. A number ofuniversity departments/learning centers have been established to research and promote newtechniques to enhance the learning experience of the student2,3,4,5,6,7,8,9,10,11,12
Paper ID #45237From Barriers to Bridges: The GEES Program’s Impact on Low-IncomeMaster’s Students’ Success and Professional DevelopmentXiming Li, University of PittsburghDr. Sylvanus N. Wosu, University of Pittsburgh Sylvanus Wosu is the Associate Dean for Diversity Affairs and Associate Professor of mechanical engineering and materials science at the University of Pittsburgh. Wosu’s research interests are in the areas of impact physics and engineering of new compositKeith Trahan, University of PittsburghTagbo Herman Roland Niepa, Carnegie Mellon University ©American Society for Engineering Education
threat of a teaching assignment to such a course. There aremany questions: Who should teach introductory computing to our students? Faculty fromcomputer science, a general engineering department, the ChE department, or others? Whatshould be taught? Traditional programming with Fortran, object-oriented programming withC++, problem solving with tools such as Excel and Mathcad, or various mixtures?In ChE at the University of Colorado, we are no different from many other institutions in thatthese debates have raged on for decades and continue today. In fact, over the years, our studentshave taken courses in all the various categories mentioned above. Recently, however, we havesettled on a scheme and a course design that is working particularly well
) holds great promise as the basisfor developing a workforce skilled in science, engineering and business aspects of energyefficiency. Industrial Engineers have the requite skills set and can easily adapt the additionalskills to lead as energy engineer analysts for commercial buildings particularly withmanufacturing components. The core curriculum, with minor changes in emphasis, alreadycontains the major factors needed by energy engineers focusing on commercial ventures withmanufacturing components. IE’s are trained to have strong process, planning, manufacturing,and economic analysis skills that are needed for such a discipline.The Industrial Engineering program at MSU is an ABET accredited program with several tracks,one of which is the energy
& Exposition Copyright © 2005, American Society for Engineering Education”more attuned to the needs of university research programs rather than to developing engineeringthat met the needs of American business.”14The inescapable fact was that the applications facet was as important to a successful design asthe mathematical modeling. “The design shortfall required changes…in how we viewed therelationship between engineering and engineering science technology.”15Engineering Technology at a Similar CrossroadsBased on first hand exposure to discussions within Purdue’s College of Technology, and basedon first-hand exposure to discussions taking place within groups such as ASEE, engineeringtechnology programs today are
Paper ID #18790Work In Progress: The Impact of Project-Based Service Learning on Stu-dents’ Professional Identities and Career ReadinessProf. Huihui Wang, Jacksonville University Dr. Huihui Wang, is an assistant professor and the Chair of the Engineering Department at JU. JU is a private, undergraduate liberal arts institution in northeast Florida. Within our College of Arts & Sciences, the STEM disciplines continually draw the largest student enrollment numbers. In 2015, the Engineering Department transitioned from its 30 year history as an engineering dual degree program to a four year on- site program. The former
experiences within engineering service courses than Category II institutions.This benchmarking exercise demonstrated that a wide variation exists among the variousinstitutions with respect to how they require engineering services courses and, concomitantly, Page 5.435.2how material learned in one course is applied in follow-on engineering courses across the major.Category I institutions tended to focus on the engineering discipline, thereby limiting studentopportunities for multi-disciplinary major engineering design experiences. On the other hand,Category II institutions appear to offer significant insight into how this goal can be achieved.II
Paper ID #36613Supporting sustainable design through holistic situatedlearning: A case study in transdisciplinarityLinda Vanasupa Linda Vanasupa is a professor of materials engineering at Franklin W. Olin College of Engineering and emeritus professor of materials engineering, California Polytechnic State University. They are currently exploring transdisciplinary modes of discovery and transformational learning.Olivia SeitelmanStella Starkelizabeth west © American Society for Engineering Education, 2022 Powered by www.slayte.com Supporting
environment where they canbe exposed to the body of knowledge on effective teams.” The material covered in the PD1portion of the course consists primarily of skills-based learning meant to foster effectiveteamwork abilities. Skills and topics covered include: collaboration, effective communicationand feedback, conflict management, team development, and ethical decision-making. Thecoursework and assignments help students gain topical knowledge, analyze and apply basicconcepts, and expand written and oral communication skills. Instructors for the PD1 portion ofthe course work in close contact with the instructor in charge of the engineering portion of thecourse. Instructors work together to coordinate activities within each portion and confer witheach
combine knowledge from disparate areas of engineering science toaccomplish a specific goal. At the same time, by combining an academically challenging goalwith a hands-on approach supported by an aspect of fun and humor, motivation is enhanced as isability to work within a dynamic team environment. We discuss the educational outcomesserved by this project, and point out potential improvements that may enhance its applicability toa variety of programmatic approaches.Introduction: The Trinity College Department of Engineering offers a two-semester, capstonesenior design course intended to provide practical experience in engineering research and design,as well as in technical communication. Students enrolled in the course are expected to
Office at UTEP for eleven years where she worked closely with engineering faculty in designing and implementing instructional strategies to improve classroom learning. Ms. Villa holds a Bachelor of Science degree in Mathematics and a Master of Science degree in Computer Science from The University of Texas at El Paso. She will complete her Master of Arts in Education in May 2006. Page 11.1280.1© American Society for Engineering Education, 2006The Effect Technology and Structured Design Problems Have on Student Attitudes about Theory in a Dynamics Class1Abstract For many universities, engineering
and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and strength of materials courses for 12 years and has been leading the efforts focused on support, global engagement, and academic integrity as Assistant Dean since 2014. ©American Society for Engineering Education, 2023 Work In Progress: Creating and building a Peer Advising Program to Increase Engagement with Pre-major Engineering StudentsIntroductionThis is a work in progress.Peer advising programs, when implemented as part of a holistic first-year experience program ona college campus, can assist students in their social and
and Exposition,Seattle, Washington. 10.18260/p.246415 Riley, Donna. Engineering and social justice. Chapter 2 “Mindsets in Engineering” Synthesis Lectures onEngineers, Technology, and Society 3.1 (2008): 33-45.6 Bandura, Albert. (1977). “Self-efficacy: Toward a unifying theory of behavioral change.” Psychological Review,Vol 84(2), Mar 1977, 191-215.Acknowledgment: This material is based upon work supported, in part, by the National ScienceFoundation, under grant 1256529. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.For more on content of the course, see Riley, D., Grunert, J., Jalali, Y., Adams, S.G